1. Respiratory Care Preceptor Workshop Complements of the AARC HOD Sub- committee on Mentoring

2. RC Preceptor Workshop n Why are you going over this today? n Additional objective –Recognize how your responsibility as a preceptor can greatly influence learning and change.

3. Assignment - Please describe the most positive and negative clinical learning experience that you remember.

4. RCP’s are Health Care Professionals n Definition of Professional –“A calling or vocation requiring specialized knowledge, methods, and skills, as well as preparation, in an institution of higher learning, in the scholarly, scientific, and historical principles underlying such methods and skills” n Mishoe, S. and MacIntyre, N.

5. You are Professionals n Develop intellectual interest in work. n Know and understand the purpose and value of their work and derive pleasure from performing to their fullest potential. n PRIMARY orientation to the community interest rather than to individual self- interest.

6. Why Preceptor training? n Model proper actions, attributes, behavior n Develops clarity of expectations n Protects those new to the field, organization n Engages others n Energizes the group

7. What is a Preceptor? n Guide –technical –social n Teacher n Role model

8. Some differences between Mentor and Preceptor Mentor n Sustained relationship n Teacher, Sponsor, Agent, Advisor, Role model, Coach, Confidante Preceptor n Time-limited –beginning, working, termination n Transition of responsibility

9. Individual Assignment Think about your most favorable learning experiences. What were some of the individual characteristics that your instructor possessed and demonstrated?

10. Preceptor Characteristics n Patience n Enthusiasm n knowledge n sense of humor n respect of peers n willingness to learn and change n non-threatening, non-judgmental, cognizant of personal weaknesses

11. Individual Success n Skills and Knowledge n Emotional Intelligence n Critical Thinking

12. Individual Success n Skills and Knowledge –Multiskilled –Competent and knowledgeable in all specific skill areas

13. Emotional Intelligence n Twice as important as cognitive ability, technical skills n Self awareness n Impulse control n Self-motivation, Persistence, Zeal n Empathy n Social deftness

14. Group Assignment Recalling on your teaching/learning experiences, describe some factors that may have influenced your success or difficulty in orientation.

15. Are there Learning Differences between Generations? n Boomers - 44 - 64 yrs. young n Gen X - 24 - 44 years young n Net Generation - < 24 years young

16. Boomers n accustomed to being dependent on educator n want to be in charge of own learning n want a caring environment n respond to positive feedback, want to do well n connect learning to the mission, like being connected

17. Gen X n self-directed learners, work in teams n not necessarily tech savvy n can manage delayed gratification n want clear information with practical value n enjoy fun, humor, activities with learning

18. Net Generation n considerable tech experience, comfort n prefer work groups, teams n enjoy being mentored by older generations n enjoy simulated work environment, virtual reality n active learners, seek innovation, immediate response to learning needs

19. Learning Styles n Kolb’s learning style inventory –Concrete “feel” –Reflective “watch” –Abstract “think” –Active “do” n Importance of learning style?

20. Personality styles, profiles n e.g., Myers-Briggs n Preceptor and learner n improved matching?

21. Myers Briggs Personality Orientation Myers Briggs Personality Orientation Energy Orientation Introversion – Introspective, reflective Extroversion - Engagement in outside world Perception INtuitive – Abstract, conceptual, possibilities Sensing – Clear, tangible, here & now Judgment Thinking – Objective, logical, analytical Feeling – Visceral, value orientation, impact on others Extraverted Orientation Judging – Order, organization in outside world Perceiving – Open, adaptable, flexible to outside.

22. Perception of Orientation Experience – RCP’s at Acute care hospitals n Orientees ranked satisfaction higher than without preceptors n Preceptors often are harder on themselves than the orientees

23. Almost always untrue Often untrue Sometimes untrue, sometimes true Often true Almost always true The learner was respectful of my suggestions. … recognized and respected my knowledge/experience. … recognized and capitalized on educational opportunities during the learning process. … utilized information to administer protocols accurately. … was given feedback and was recognized for a job well done. … was given feedback regarding areas in need of improvement. … took just the right amount of time to orient. … was committed to quality respiratory care. I feel part of a team working toward a shared goal. The teaching process with this learner has been a positive experience for me. Orientation Evaluation Tool Example – Preceptor and Learner

24. Preceptor Responsibilities 1. Socialization 2. Building learner skills 3. Critical thinking 4. Assignment management

25. Socialization n Major determinant in new orientee satisfaction n Social initiation –personal/professional background –teaching/learning styles –communication styles

26. What is the Preceptor’s role in Socialization? n Introduction to unit staff, culture, norms, layout, operations n Role model n Help orientee feel welcomed n Initial “protector”

27. Building Learner Skills n Primary responsibility for skill development is on the orientee, not the preceptor n Use adult based learning techniques n Evaluate performance n Validate competency –policies and procedures n Provide feedback

28. Adult Learning Principles n Content focused on perceived needs of learner n Sequencing and repetition n Active learning methods n Safe and supportive learning environment

29. Evaluating Performance n prime responsibility n differences between novice experienced RCP n Skill sets

30. Stages of Learners n Novice n Advanced beginner n Competent n Proficient n Expert

31. Novice n Characteristics –No experience with situations –Inability to use discretionary judgment –no rules about which tasks most relevant, when exception necessary n Preceptor Implications –Teach rules to guide action that can be recognized without experience

32. Advanced Beginner n Characteristics –Demonstrates marginally acceptable performance –Gaining experience in real situations –Starting to formulate patterns, attributes, guidelines for actions –Difficulty identifying important aspects n Preceptor Implications –Shift teaching rules to guidelines –Help recognize patterns and meanings –Assist in prioritizing

33. Competent n Characteristics –Sees action in concert with overall plan –Distinguishes between relevant and irrelevant attributes –Can manage unforeseen events –Lacks speed of proficient RCP n Preceptor Implications –Focus on improving decision-making skills –Improve coordination of multiple complicated events

34. Proficient n Characteristics –Discerns situation as whole vs.. pieces –Past experiences rather than rules guide practice –Recognizes when normal responses not present –Considers few options, hones in on accurate elements or problems n Preceptor Implications –Uses complex case studies to facilitate learning –Refinement of critical thinking skills

35. Expert n Characteristics –Holistic practice vs.. respiratory fraction –Grasps situations intuitively and correctly identifies solutions without wasting time –Extraordinary management of clinical problems –Considers expert by others n Preceptor Implications –Enjoy the assignment and ride on! –Refinement of critical thinking skills

36. Essential RCP Critical Thinking Skills n Prioritize n Anticipate n Troubleshoot n Communicate n Negotiate n Decision making n Reflect

37. Critical Thinking Traits important to RCP’s n Willingness to reconsider n Appreciation of multiple perspectives n Willingness to challenge someone else regardless of power structure n Understanding of how behavior of others impacts them and profession n Takes responsibility for own learning and understanding n Openness to continuing change

38. We Communicate in Multiple Ways

39. Small group assignment What methods or techniques can you apply to help develop Critical Thinking skills in your learners?

40. Assignment Management n Organize n Prioritize n Communicate/Delegate Building Confidence is our objective!

41. Small group assignment What factors do you think would be important in developing a successful learning experience between a learner and preceptor?

42. Preceptor Responsibilities 1. Socialization 2. Building learner skills 3. Critical thinking 4. Assignment management

43. Stages of Learners n Novice n Advanced beginner n Competent n Proficient n Expert

44. Case #1 - Preceptor working with a student from a local RT program who has not previously been to our hospital. n What stage is applicable to this learner? n Which of the four primary preceptor responsibilities do you feel will be most important to work on first? n What will you do differently to help accomplish this task?

45. Stages of Learners n Novice n Advanced beginner n Competent n Proficient n Expert

46. Novice n Characteristics –No experience with situations –Inability to use discretionary judgment –no rules about which tasks most relevant, when exception necessary n Preceptor Implications –Teach rules to guide action that can be recognized without experience

47. Case Scenario 2 n You are working with a new graduate employee from a local RT program. After 3 shifts, your assessment is that the skills of this new graduate are not up to the level of performance experienced with other new graduates. What are your next steps as a preceptor? n What will you do differently to help get this orientee back on track?

48. Preceptor Workshop Summary n Preceptors guide, teach and serve as role models to learners. n Solid preceptor skills significantly improve the learning experience. n Preceptors seek to continually improve their knowledge, skills, critical thinking and emotional intelligence level.